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Influence of psychological maintenance on development of educational motivation of students
Lekerova Gulsim Zhanabergenovna, doctor of psychological sciences, professor, M. Auezov South-Kazakhstan State University, Karbozova Gulmira Kumisbekovna, doctor Phd of pedagogics, M. Auezov South-Kazakhstan State University, Aitjanova Gulnara Turmakhanovna, master of pedagogics and psychology, M. Auezov South-Kazakhstan State University Kalybekova Saule Kuralovna, master of pedagogics and psychology, M. Auezov South-Kazakhstan State University Mirzadinova Nigara Ramazanovna, master of pedagogics and psychology, M. Auezov South-Kazakhstan State University E-mail: gulsimlekerova@mail.ru
Influence of psychological maintenance on development of educational motivation of students
Abstract: The article considers peculiar problems of motivation formation in pedagogical activity, motivational sphere of the personality by means of purposeful influence of psychological factors, influence in the form of active methods of study (psychological special course, practicum, training), problems of realization of active methods of study in studying process which were worked out on the basis of technology — collective-dialogue cognitive activity.
Keywords: motivation of pedagogical activity, professional orientation, professional intentions, professional choice, active methods of study, life-sense personality orientations, professionally meaningful qualities, motivational requirement sphere.
The problem of formation of motivation in pedagogical sphere, as it is known from this special list of literature remains to be hardly worked out both in theoretical and practical parts. Most research are devoted to the study of special pedagogical abilities, organization of the studying process, problems of interrelation between a teacher and a student. However, the problem of formation of motivation in pedagogical sphere still raises some debates [1, 17].
In order to prove one hypothesis that the formation of personality motivation can increase with the help of purposeful influence of psychological factors, by active methods of study (psychological special course, practicum, training), introduced in the curriculum of specialists training in higher educational institutions, we have conducted the following research which revealed the initial state of motivational formation among the students of the 2-nd year of study in pedagogical specialty.
Most part of the students in experimental (62.5%) and control (55%) groups did not have or had only partial idea about their future profession. Consequently, only 37.5% of students from experimental group and 20% from control group did not connect their professional intentions with the chosen specialty. This, in its turn, became the evidence of absence or insufficient development of necessary professional vocation [2, 23]. Results of a verification experiment showed insufficient formation of motivational component of the future teachers, they can be approved by lower index of progress and coefficient of students’ attitude to the chosen specialty (0,45 — in experimental, 0,55 — in control groups).
Formative stage of experiment showed realization ofprinciples of active methods of study worked out on the technology (collective-dialogue cognitive activity).
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Section 9. Pedagogical Psychology
The students gradually become self-assured, develop their abilities in their professional sphere, take possession of professional experience, develop creatively, improve the system of valuable orientation [3, 14].
The aforesaid lets us come to a conclusion that formation of personality motivational sphere may be improved by the influence of psychological factors, means of influence such as active methods of education (psychological special course, practicum, training), introduced into the process of specialists preparation in higher educational institutions. The results of formative experiment affirmed main hypothetical suggestions of the research that under the conditions of formation of collective-dialogue cognitive activity in the process of education there occurs intensive development of motivation towards pedagogical activity which is expressed through personality changes and, consequently, in the increase of effectiveness of the studying process.
To check the suggestion that a personal sense manifesting itself in the form of its sensible aim set before a person belongs to a motivational sphere and predetermines a teacher’s activity we have conducted a research of study of semantic field “My profession”.
A subjective semantic field “My profession” is build on the basis of teachers’ factual matrix. The results of teachers’ subjective scaling of the properties describing their professional activity have been analyzed on the basis of factual matrix. For a strict order ofproperties there has been conducted a pilot experiment by J. Kelly methodology of personality designing which allowed to define the properties used for evaluation of professional activity. This methodology also lets escape possible distortions occurring under external thrust of those properties which are not peculiar for the person’s professional activity [4, 27].
During the testing we have used a binomial criterion m’ designed for contrasting the frequency of occurrence of some effect with theoretical or given frequency of its occurrence. ‘m’ criterion determines whether empiric frequency of occurrence of a property exceeds the given, theoretical one. The differences are true if an empiric frequency ‘m’ (emp.) is more or equal to critical meaning of ‘m’ (cr.).
Sensible aims have been studied on the basis of psychosemantic research with the help of factor
analysis by method of main components with Vari-max circulation. Data of subjective scaling of properties describing a professional activity have undergone factor analysis.
Main aim of studying semantic field “My profession” was to investigate teachers’ sensible aims towards their professional activity. We were interested in the sensible aim as the leading stage of purposeful activity regulation which represents the form of expression of a personal sense — be ready to fulfill a definite activity. A personal sense displayed in the form of a sensible aim belongs to the sphere of motivation and determines our activity. Our data have revealed different motifs — from self-actualization to escape from being actively involved. Subjective images of the profession in the way they have been formed in the professional teacher cognition are the bearers of those sensible aims, “standardized invariants of personal sense” of professional group members (in our case — groups of teachers). It has become a confirmation of a private hypothesis of our research.
To check a hypothesis that adequacy between the level of functioning of personal sense system and direction of professional activity, which is manifested in the sensible attitude to these elements of reality and to a person as an object of this relation, postulates motivation necessary for an effective activity, we have conducted a research to study the life-sense personality orientations and their interdependence with the development of professionally-meaningful qualities.
To study the dynamics of life-sense personality orientations and their interdependence with the development of professionally-meaningful qualities in the process of professional activity, which has a socially-oriented bias, we have conducted a research where 105 school-teachers took part. The first group consisted of those whose working period did not exceed more than 3 years, and the second group of those who worked more than 3 years. Such division made possible to study the peculiarities of functioning of personal sense system both on the level of adapting to a professional activity and during the activity realization. The data obtained were transformed to standard index (stenign) and were interpreted in the frames of new concept of life-sense orientation tests [5, 74].
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Influence of psychological maintenance on development of educational motivation of students
Life-sense orientation of young teachers is expressed in the minority by all the subscales (Table 10). It can be explained by the adapting period of professional introduction. A special attention deserves the indices of subscales “Process”, “Result”, “Control locus — I” which express the results under average. It points at unsatisfactory state with the present life situation and the past experience which do not allow to accept the full responsibility for activity results.
Personal sense revealing itself in the form of sensible aim belongs to the sphere of motivation and determines a teacher’s activity.
Personality motivational sphere has a dynamic character. Quality peculiarities of development of person’s motivational sphere depend on personal characteristics. Adequacy between the level of functioning of personal sense system and direction
of professional activity, which is manifested in the sensible attitude to these elements of reality and to a person as an object of this relation, postulates motivation necessary for an effective activity.
The applied meaning of the research results is proved by the special courses program “Peculiarities of personality motivation sphere” and a motivational training, program of developing non-monetary motivation which were worked out on its basis. There was also worked out a model of psychological accompaniment of formation and development of motivation towards pedagogical activity.
In general, the work has set forth a range of new problems, with their investigation there might be connected perspectives of a more valuable preparation of future teachers, also the perspectives of creation of favorable conditions which give a possibility for self-realization of a teacher personal potential.
Reference:
1. Hyin E. P. Motivation and motives. St. Peter, 2000. P. 69.
2. Viljunas V. K. Psychological mechanisms of motivation of the person. - M, 1990.
3. Lekerova G.J. (2014), Features of Motives' Manifestation of Professional Development and Personal Characteristics of Future Teachers. Life Science Journal 2014; 11 (ls).
4. Lekerova G.J. (2007), Features of the organization and conduct of professional orientation to teaching profession in the field of education. The Psychology of learning Moscow. № 9. P. 100-109.
5. Lekerova G. J. Psychological and pedagogical bases of active teaching methods. Life Science Journal 2014; 11 (bs).
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